Students were asked to work in pairs to choose a reading and summarize one or two ideas that they felt are worth sharing out.
Facilitating Good Classroom Discussions (Hassard)
Categories of Questions:
Low-inquiry
definition, example, summary, procedural
examples:
What is an example of...?
In your own words...
High inquiry
perform task, compare/contrast, predict/infer
examples:
Design a plan that would solve...
What evidence can you cite to support...?
What do you predict...?
Pause at various times and call on both volunteers and nonvolunteers
redirect questions to students - ask more high-inquiry questions than low-inquiry questions
prompt students and ask them to clarify their responses
reduce interference: don't repeat or answer your own questions
Llewellyn Reading Nuggets
1) Do not ask chorus questions - you want to ask questions that are pointed so that you can determine who actually knows the answer, and who does not. Also, by having students raise their hands you give them time to all think about it, and are able to address students that give the "wrong" answer
2) Rephrase the question - After posing a question, take time to rephrase it so that students that were not paying attention at first have the opportunity to still be involved, and also explain it in another way to allow more students to understand. Having a student rephrase a question you pose also lets you know that they undertstand what you are asking.
EDC 484/5 Home Page - Spring 2011
Agenda for Class 08: Tuesday, April 5, 2011
Classroom Discussions, Project Work, Etc
Learning Goals
Activities
Homework
Class Notes: Effective Classroom Discussions
Students were asked to work in pairs to choose a reading and summarize one or two ideas that they felt are worth sharing out.
Facilitating Good Classroom Discussions (Hassard)
- Categories of Questions:
- Low-inquiry
- definition, example, summary, procedural
- examples:
- What is an example of...?
- In your own words...
- High inquiry
- perform task, compare/contrast, predict/infer
- examples:
- Design a plan that would solve...
- What evidence can you cite to support...?
- What do you predict...?
- Pause at various times and call on both volunteers and nonvolunteers
redirect questions to students - ask more high-inquiry questions than low-inquiry questionsLlewellyn Reading Nuggets
1) Do not ask chorus questions - you want to ask questions that are pointed so that you can determine who actually knows the answer, and who does not. Also, by having students raise their hands you give them time to all think about it, and are able to address students that give the "wrong" answer
2) Rephrase the question - After posing a question, take time to rephrase it so that students that were not paying attention at first have the opportunity to still be involved, and also explain it in another way to allow more students to understand. Having a student rephrase a question you pose also lets you know that they undertstand what you are asking.
I. Kinds of Questions (Q)
low/high level Q's
direct/open ended Q's
Types of Q's: focusing (generate interest), prompting (hints/clues), probing (more complete)
II. Questioning Techniques
Plan key Q's and phrase clearly
Ask Q's that are appropriate to student ability level
Q's should be logical and sequencial
Students can respond to classmates answers
Vary the Q's
Relate Q's to students